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Introduction 

Stomal, or teacher training schools, occupy a 
peculiar position in the educational world. For & good 
many years it was the popular notion that e public school 
teacher did not require specific training in how to teach; 
it was sufficient if he possessed the require ' iosic 
t reining in the few "branches required by law. And too, 
those school trustees who often gave hire permission to 
teach their children did not have an elementary school 
education themselves. ;.s a result, the schools were 
presided over by a class of teachers who not only did 
not always know their subjects but the technique of teaching 
those subjects in an interesting and, at the same time, 
understandable manner. To overcome this deplorable condition 
educators insisted that the State should provide efficiently 
trained teachers for the schools since it ..as a public problem. 

The purpose of this thesis, then, is to show the gradual 
movement of the normal school from its early European beginning 
to /its adoption by the State of Illinois in 1857. II 
also attempt to give the outstanding features of the schools 
fr m the time of their establishment in 1857 to 1920. The 
Sources of material are the state laws, reports of the super- 
intendent of public instruction, catalogs and bulletins of 
thei schools concerned, and various contributions on the subject. 



Chapter I, 
Historical Background 
Beginning of the Ear real School idea. 

By a lormal School is meant an institution for the 
trailing of young men and women who aim to be teachers, to 
s thorough and practical knowledge of the duties of the school 
room, and to the heat modes of reaching the heart and intellect, 
and of developing and building up the whole character of a 
child. From early times, the fitness of the teacher has been 
held as one condition of the learner's advancement. Adaptation 
to the work of instruction is one measure of the best service. 
And this art of teaching must be illustrated and exemplified 
by those who are to apply it in a training or model school 
specially equipped to prepare young men and women for the 
important business of school teaching. 

ne of the first schools specially designed for educating 
and training teachers in the principles and practice of their 
profession, was founded at Kheims in 1681 by the Abbe de la 
3alle (1). In 1684 this school developed into the now famous 
Christian Brothers' School (2). From France, the school was 
introduced into Germany in 1697 by Hermann August Francke who 
founded 8 trachers' class, composed of poor students, in con- 
nection with his orphan school at Halle, who gave him certain 



1. 3arhard, Am. Jour, of F.duc, Vol.13, p. 753. 

2. Boone, Education in the U. S., p. 126. 



assistance in return for his board sad tuition (1). In 1755, 
thirty-one years l&ter, the first regular seminary f .r teachers 
was established in :omerenia, irussia, by Eecker, l pupil and 
follower of Francke, and the second at Berlin, ee v private 
school, in 1748 (2). normal or training schools were intro- 
duced into Henover in 175 7; into Austria in 1756; into 
Switzerland in 1805; into France in 1808; into Holland in 1816; 
into Belgium in 13425; and into England in 1842 (3). 

The r 8rly normal School in America 

jne of the first to suggest the need for more thoroughly 
trained teachers in the United states was Elisha licknor. 
This suggestion appeared in the Icessachusette -sine in 1789 (4). 
He advocated the establishment of. County Schools for the par- 
pose of fitting young gentlemen for college and school keeping. 
It was advocated that "a board of overseers should ennuallj' exsrcine 
young gentlemen designed for school-masters in reading, writing , 
arithmetic, and English grismrrar, end if they ere found qualified 
for the office of school keeping and &ble to teach these branches 
with ease and propriety, to recorrend them for this purposed)." 
Lt the commencement exercises of Yale College in 1816, Denison 
Olmsted proposed, in his Master's oration, the establishment 



1. Boone, op. eit., p. 126. 

2. Qordy, J. P., Rise and growth of the normal School Idea, p. 18 

3. Barnard, op. cit., p. 756. 

4. Ibid., p. 756. 

5. Cordy, op. cit., p. 18. 



4 



by the state of Connecticut, of a» academy to train school 
masters for the Stat© Common Schools (1). 

The first institution of the kind to he established was 
at Concord, Vermont, in 1823 by the Reverend Samuel R, Hall, who 
advertised to give a course of instruction adapted to teachers. 

\ Tall continued to maintain this school until 1830 when he 
removed it to i>ndover, and in 1837 to Plymouth where it remained 
in existence until 1840 (2). 

Influence of the Prussian iTormal Schools 

Unquestionably the Prussian Schools had a marked effect 
on the introduction of normal schools in America, phi schools 
had begun to attract the attention of educators in the United 
tates. find that in 1829 there was published in lew York 
8 book called "Travels in the north, of Germany in 1825-6" 
end written by Henry 5. Dwight , which contained an account of 
the Prussian seminaries for teachers, and urged their estab- 
lishment in this country (3). 

Another man, whose influence ;;as great in the movement 
for normal schools in America, was Rev. Charles Brooks of 
Massachusetts. Visiting Purope in 1834, he became acquainted 
with the Prussian system and especially with the training of 
teachers. On his return he delivered a carefully prepared 



1. Barnard, op. cit., Vol. 13, p. 756. 

2. Boone, op. cit., p. 129. 

3. Gordy, op. cit., p. 18. 



5 

address to his people of Hingham, Mass., Betting forth at 
length and in detail, the needs of the schools in general, tnd 
particularly what the Prussian system of State Hormal Schools, 
if adopted, would accomplish in Eiassachusetts. Ha dwelt on 
the phrase which he used so often "As is the teacher, so is 
the school" (1). Mr. Brooks kept up his efforts to bring the 
matter of normal schools before the public mind. Consequently, 
in 1836, he resolved to c&li "a convention of delegates from 
the several towns in the county meet at Plymouth in Court fteek 
{Wednesday, December 7, at 6 p. m. } to discuss the merits of 
the grea tly improved modes of elenentary instruction which 
have been in most successful operation for several years in 

ermany, Prussia, and other European states. This step might 
result in the appointment of a Board of Education"! 2) . The 
primary purpose of Mr* brooks was accomplished in April, 1837, 
when the act establishing the rioard of Education was signed by 
Governor Edward Everett (3). When the legislature met in 
January, 167:8, the subject of normal schools was brought up at 
once. The legislature wished to hear arguments, end : orace 
U$rm t as secretary, first addressed them.. The second address 
was by Er. Brooks on formal Schools and School eform (4). 
At this time a private citizen { Edmund Dwight) anonymously 



1. Albree, John, -Charles Brooks and His Eork for 

formal Schools, p. 26. 

2. Ibid., p. 22, 

3. Laws of Massachusetts, 1837, p. 277. 
4» Albree, John, op. cit. , p. 26. 



6 

offered ten thousand dollars for the establishment of normal 
schools if the legislature would appropriate an equal amount (1). 
The offer was accepted and the act establishing the first 
normal school .vas passed (2). Authority being granted, one 
normal was established at Lexington, July 3, 1839, for women 
and another in Barre, September 5, 1839, for both men end women. 
.■ t the opening of each school Governor Edward Hverett delivered 
an oration in which he outlined fully the course of study which 
was to be offered (3). I'he minimum course of study was fixed 
at one year, though two years might be devoted to it. be 
subjects of the first curriculum were:- (1) Orthography, reading, 
grammar, composition and rhetoric; {2} writing and drawing; (3) 
arithmetic {mental anti written); algebra, geometry, bookkeeping; 
navigation, and surveying; (4) geography with chronology, sta- 
tistics and general history; (5) physiology; (6) mental philosophy; 
(7) music; (8) constitution and history of Massachusetts and the 
United States; (9) mental philosophy and astronomy; (10) natural 
history; (11) the principles of piety and morality; (1£) the sci- 
ence end art of teaching with reference to all these subjects." 
In this connection it is interesting to know that ! >del 
School was established as an important feat-are of the schools (4). 
The location of the first two schools, however, did not prove 
adapted to the best results, and in 1844 that at Lexington was 
removed to SFeet Hewton, and 1 ter to Framing, ton, and the Bar re 
school, to "estfield. In 1840, the third school was established 
at Bridgewster (5). 



1. Barnard, op. cit., Vol, 4, p. 14. 

S.Mase. Common School Journal, Vol. I, p. 35. 

3. Lexter, I, ., flist. of iduc. in the U. S., p. 376. 

4. Ibid., p. 377. 

5. Ibid., p. 377. 



The Sormsl School Idea in lew York 

In lew York the first lew on the subject of proper 

preparation of teachers was passed by the islature, e,pril 

13, 1827. The set was entitled "An set to provide permanent 

funds for the annual appropriation to common schools, to 

increase the literature fund, and to promote the education 

of teachers (1) However, the law made no special provision 

for the education of teachers. It simply provided for an 

increase in the literature fund. On may 2, 1834, the State 

of lie?/ York passed a law making provision for the education 

of teachers for common schools, The act was as follows :-(2). 

Section 1. The revenue of the literature fund now in 
the treasury, and the excess of the annual revenue of said 
fund hereafter to he paid into the treasury over twelve thous- 
and dollars or portions thereof, may be distributed by the re- 
gents of the university, if they shall deem it expedient, to 
be expended as hereafter mentioned. 

Section 2. The trustees of academies to which any 
distribution of money shall be made by virtue of this act, 
shall cause the same to be expended in educating teachers 
of common schools in such manner and under such regulations 
as said regents shall prescribe. 

On April 17, 1838, an set was parsed providing for the 

expenditure cf the income of tr ited States Deposit Fund (3). 

The 8th section of this set provided for the annual payment of 

twenty eight thousand dollars to the literature fund, to be 



1. Sets Yore s, 1827, p. 237. 

2. Ibid., 1834, p. 425. 

3. Ibid., 1838, pp. 220-3. 



8 



distributed among the academies in the several senatorial 
districts ss the law directed. te 9th section of the same 
act provided that: It shell be the duty of the regents of the 
university to require of every academy receiving a distributive 
share of public money under the preceding section equal to 
seven hundred dollars per annum, to establish and maintain 
in such academy a department for the instruction of common 
school teachers, under the direction of the -aid regents, 
ss a condition of receiving the distributive share of every 
such academy (1). These sets evidently had e most wholesome 
effect on the schools of the State of Bew York, for the 
State Superintendent 4n his report to the legislature for 
the school year 1858-9, said:' 1 The standard has been raised, 
the demand for competent teachers has increased, and the 
supply has been materiall mented. It should be made the 
interest of those who intend to be teachers to avail them- 
selves of those departments. This could be effected by a 
legislative provision, declaring that a certificate of 
qualification given by the trustees of the academy under their 
seal should constitute the person receiving it a qualified 
teacher in the common schools of the state without any 
further certificate from the inspectors oi the twwn."(2). 



1. G-ordy, op. cit., p. 37. 

2. Ibid., p. 37. 



Chapter III 
. tablishment and Location 

The Illinois State Hormal University. 

The first definite action taken by the Illinois 
legislature in regard to a normal School for the training 
of teachers for the schools of the State of Illinois, was 
during- the session of the Twentieth General Assembly 
which convened at Springfield, February 1, 1857. An act 
as approved by the z Jvernor, February 18, 1857, provided for 
the establishment and maintenance of s BTorraal University (1). 
As this was the first instance of i norms! School being pro- 
vided for in the State of Illinois, the act is of special 
interest and is given in full (See Appendix "A"). 

From a study of the act it will he found that the State 
made no addition to its current expenses; it merely paid the 
income or interest from the Un iversit y and seminary fund to 
the order of the "Board of Education of the State of Illinois," 
which it thereby created (2). Furthermore, the state gave 
nothing for the erectio: o: buildings or the purchase of a 
site (3). eve matters were to he settled by the citizens 
of the community in which the school should be located (4). 
It is significant to ntote that the question of location had 
been eliminated from the bill. 'Jhis apparently had its effect 



1. Illinois sion Laws, 1857, p. 298-9. 

2. Ibid., p. 298- Sec. 8. 

3. Ibid., p. £98. 

4. Ibid., p. 298. 



10 

In the passage of the "bill for it is questionable whether 
the hill would have beers passed had it named any place as 
a site. It will be noted that the act referred to staled the 
governing body "The Board of Education of the State of 
Illinois." (1). 'Ihis title was transferred by the committee 
of the State >aehers' Association, called the State Board 
of Education, which prepared the bill (2). The institution 
which the Board of Education was to establish and control 
was named a "uormel University" (3). The term "normal Univ- 
ersity" was evidently used for the purpose of adding other 
schools of agriculture and mechanic arts (4) after the 
normal school should be established. 

By the terms of the act it became the duty of the board 
to fix the location of the school at the place whieh afforded 
the most favorable inducements for that purpose: "Provided, 
that sue?: location shell not be difficult of access or detri- 
mental to the welfare and prosperity of said normal ur;iversity(5) 
The inducements referred to were tftfi only sources from which 
to get a building, or building funds, for the school. However, 
in order to advertise the conditions of the location or 
establishment of the school the next fall, an informal meeting 
was held at the office of the Superintendent of lublic Instruc- 
tion, in Springfield, March 26, 1857 (6), end committees 



1. Illinois ,-iession Laws, 1857, p. 298, 

g. Report of Supt. of Pub. Inat. , 1887-8, p.LXXXIX. 

3. Laws, op. cit., p. 298. 

4. Ibid., Sec. 4, p. 298. 

5. Ibid. , ■ - J. 5, p. 298. 

6. Leport,op. eit., p. XCIII. 

te:- 'hen reference is made to the Report of the Supt, of 
Public Instruction it means that the Biennial Reports of the 
Presidents of the formal Schools are to be found therein. 



11 



were then appointee! to receive proposals for the location 

of the school (1). By previous agreement the Board met in 

the city of Peoria, May 7, 1857, for the purpose of opening 

and examining the various proposals made for the location of 

the University. It was found upon examination that four 

propositions had been made from the following places ;- 

ashington, Tazewell county, offered in cash, land, 
and buildings, the sum of £20,000.00. 

The city of Batavia offered cash, land and buildings, 
estimated at f45.000.00. 

The city and county of Peoria offered cash and land 
estimated to be worth '80,032.00. 

The city of Bloomington and county of McLean offered 
cash and land valued at '141,000.00. (2). 

The bid from Bloomington was so much larger th8n any 
other and at the same time so much larger thaii the Board had 
expected, that it was at once accepted, with the proviso, only, 
that deeds for lands and notes, with security for moneys 
subscribed, should be given. 3 done accordingly and 
the institution was formally located in the town of : orth 
"Bloomington, now formal, about two miles north of the court 
house in Bloomington (3). It is interesting to note here that 
the guarantee bond was drawn by A. Lincoln, Esq., of Spring- 
field, who acted as Counsel for the Committee (4), 

„ - -' -* 

1. Report of Supt. of pub. Inst., 1857-0, p. 364-5. 

2. Ibid., 1837-8, p. XCI \ 

3. Ibid., 1857-8, p. 367. 

4. Ibid., 1857-8, p. 367. 



12 

The Southern Illinois formal University 

Although the first normal school established in Illinois 
was successful from the "beginning it did not fill the needs 
of southern Illinois. And in order to correct this condition 
the educational leaders of Illinois, owing to a misunderstand- 
ing, cslled two conventions to meet in the year 1868, one at 

rbondale, June 24, end the other at Centralis, eptember 1. 
The credit of projecting the convention is due largely to the 
efforts of T.ev. Clark Braden, -resident of Southern Illinois 
College, located at Carbondale. i.mong important questions 
discussed was:" The Eecessity of a State normal School in 

:thern Illinois." Among the eminent teachers participating 

in these discussions were such men as .resident Allyn, of Ac- 

Kendree College, irof. Stand ish, of Lombard University, and 

Pres. Braden, of Southern Illinois College. The advocacy of 

a State Normal School for Southern Illinois -vas general, and 

the following resolution was unanimously adopted :- 

"Believing the tire has fully cor.e when the educational 
interests of Illinois demand more than one Sormal School, and 
that the people of southern Illinois are ready to sustain an 
institution of this kind, either as an auxiliary school to our 
present University, or entirely independent of it, we earnestly 
solicit the co-operation of all educational men in the State 
in securing this result; therefore, 

Resolved, it is the earnest prayer of this con- 
vention that the county superintendents of the State, especially 
•of Southern Illinois, unite in such measures as Will secure 
an act from our next legislature establishing- 8 normal School 
in Southern Illinois at least equal to our present liormal 
University, ir; all of its advantages." (1). 

At the Centralis convention a like resolution adopted, 

namely, That a State formal School should be established by law 

in Illinois (2). On the 16th of October, 1868, the committee 

/ 

1. Aeport of Supt. of Pub. Inst., 1867-8, p. 70. 

2. Ibid., p. 71. 



13 

appointed to take the subject of e new Normal School in 
charge, met end appointed a committee to prepare and cir- 
culate a petition to the Legislature in behalf of the 
©Bject, namely, the establishment of s normal school. The 
appeal was successful. Accordingly an act entitled ' r An act 
to establish and maintain the Southern Illinois Iiormtl 
University" was passed' at the ensuing session of the State 
Legislature and approved by the Governor, Karon 9, 1869 (1). 
A. board of five trustees was appointed by the Governor. is 
board proceeded immediately to advertise for proposals from 
cities and towns desiring to secure the location of the new 
institution. In due time sealed proposals were received from 
towns and cities situated in the district defined by the 
terms of the act* The liberal offers made by the several 
competing localities evinced a remarkable interest in the 
proposed institution, and a high appreciation of the advanta- 
ges to be derived from securing its location. ach of the 
competing points was visited by the trustees, and their 
respective merits and advantages were carefully examined and 
compared. It ,/as, however, finally decided that Carbondale 
in Jackson County, was entitled to the location (2). The 
amount subscribed and pledged was estimated to be worth 
| 200, 000.00. it afterwards appeared, however, that a portion of 
the oonds wts illegal, and the cash value finally received by 
the State was very small compared with the pledges given (3). 



1. Illinois Session Laws, 1869, p. 34. 

2. Report of Sunt, of Pub. Inst., 1868-70, p. 87-8. 

3. Ibid., 1873-4, p. 157. 



14 



The northern Illinois State formal Schoal 

Superintendent of public Instruction James , lade, 
tn his report to the General Assembly in 1682, stated that, 
in his opinion, two, or better, three raore normal schools 
should he established oy the State in addition to the 
Illinois State lorffial and the Southern Illinois State 
Pormal (1), Two years later, Superintendent of Public 
Instruction Henry Raab, voiced the need of more State Sorael 
schools {2). The same thing was advocated by Superintendent 
Sichard Kvans (3). However, nothing was done by fch« . isla- 
ture in regard to establishing; more schools. In&lly in 1894, 
President John S. Cook of the Illinois State lormal University 
in his report to the Superir. &nt of Public Instruction 
expressed a need of a normal school in northern Illinois (4), 
This seemed to bear fruit, feeeordingly in 1895 bills were 
introduced into the General Aoserrhly for the establishment of 
two new normal schools, and before the sense of surprise had 
died away they were enacted into laws. (5). 

The act mentioned above «r« proved lay 22, 1895. 
It provided that the location of one of the schools should 
be in that portion of the State north of the Chicago, hock 
Island & Pacific Railroad with a view of obtaining a good 



1. Report of Supt. of hub. Inst., 1381-2, p. Oil. 

2. Ibid. , 1833-4, p. I. 

3. Ibid., 18S708, p. QGXXII. 

4. Ibid., 1893-4, p. ST . 

5. Illinois Session Laws, 1895, pp.63 and 69. 



15 



water supply end other conveniences tfor the use of the 
institution. Trustees were appointed by the Governor to 
receive proposals for the donation of e site of not less 
than forty acres and other valuable considerations. It was 
also their duty to locate the institution in the place 
offering- the most advantt eoufi conditions. Roekford, 
Oregon, Polo and De£elo were the chief bidders for the 
school. leXelb, however, secured the location of the 
institution by guaranteeing over -40,000.00 in addition 
to a beautiful farm of sixty four acres lying just adjacent 
to the town for a site for the proposed normal school (1). 



1. Report of Supt. of Pub. Inst,, 1898-1900, p. 101. 



16 



The Eastern Illinois State Hornial School 

To provide rrore adequate facilities for the training 
of teachers for the public schools of the tate, the legis- 
lature by an act approved May 22, 1895, established the 
Eastern Illinois state ;;ormal School. As provided for in 
the act, five trustees were appointed by the aovernor to 
locate the school in that portion of the Stfcte offering the 
most advantageous conditions, ell things considered, between 
the Tfcltircore & Ohio Southwestern Railroad, and south of the 
5a bash Railway, ana east of the main line of the Illinois 
Central Hailroad and the counties through which the said roads 
run, with a view of obtaining a good water supply and other 
conveniences for the use of the institution (1). Qn Septem- 
ber 7 » 1895, the five trustees selected a beautiful forty- 
acre tract of land three-quarters of a mile south of the 
public square of Charleston. The citizens of Charleston 
bought the land and presented it to the State (2). 



1. Illinois Session Laws, 1895, p. 64. 

2. Report of Stlpt. of ;ub. Inst., 1914-16, p. 156. 



17 



The Western Illinois State normal School 

On April 21, 1899, by an act entitled "An act to 
establish and maintain the Western Illinois State Kormsl 
School" it was provided by the Legislature of Illinois that 
a normal school should be erected and conducted in that 
portion of the State of Illinois lying west of the fourth 
principal meridian in what is known as the Tilitary Tract. 
This act became effective July 1, 1899 (1). 

Soon after this act went into operation the Governor 
appointed a board of five trustees for the purpose of locati< 
the school. In accordance with the limitations imposed by 
statute the board of trustees asked for the proposal of 
sites offering the best possible advantages. Various sites 
were proposed for the location of the school. The Board 
finally chose ITaeomb a town of about four thousand inhabitants. 
It is situated in the center of an enterprising and prosperous 
part of the State and is easily accessible from all parts of 
western Illinois. The site, comprising nearly sixty acres, 
was presented to the State by citirens of Tacomb and vicinity. 
The school was located kugust 14, 1900 (2). 



1. Illinois Session Laws, 1899, p. ?£. 

2. Heport of Supt. of .Tub. Inst., 1914-16, p. 161. 



18 
Chapter EI I, 

Buildings and Equipment 

I'he Illinois State {formal university. 

a che location of tl school was decided upon, the 
next step wfcs to elect t principal, or president, o men 

were mentioned for the position, Will ?. helps, of Lhe 

Jersey Rformal School, ad . , Eovoy, Superin- 

tendent of the Peori pis (1). at thi acting of the 

rd in Bloorri.'\ ton, Jar*' 1857, ir. ovey Wi bed 

principal (2). Vrsvious to this, q ■■.-.■'.• i of the Board 

in Feoria, :/e;, 7, 1857, Messrs. ..ok end llovey were inted 

e committee to visit the various nomas I Igb schools of 

the east, end report to the ' ; upon the subject of build- 

ings, internal arrangements, etc. (5), SJhej s careful 

examination of the school architecture in Philadelphia, I rent on, 

Lty, Albany and iy cities in Connecticut and 
Massachusetts (4). , their return Mr. Hex, the ehairmi 
of the committee, submitted s report to the board recommending 
for adoption the plana of I te ■■■■<■ Jersey normal school build- 
in, . - r ovey did not join in the recomi fcion as he 
believed e better plan foi his | trpose could be devised (5). 



1. Eeport c pt. of Tub, [net., 1867-8, p. 

8. Ibid., p. XQT, 

3. Ibid., 1867-6, p. 367. 

4. L- E.S.3.U,,, p. 11. 

5. Ibid., p. 11- 



19 



Accordingly Mr. Eovey conferred with Mr. HJ. 1. Randall, of 
Chicago, who had been engaged by the Board as architect. 
Plans and specifications were prepared and a contract was 
entered into for the construction of a building which was to 
be completed on or before September 1, 1858 (.1). The corner- 
stone was laid September 29, 1857, with appropriate ceremonies, 
in the presence of a large number of the citizens of Bl comic 
ton and the surrounding county. [ e foundation was laid, 
but financial revulsion £ -foreseen difficulties compelled 
a suspension of the work (£), ver, it had been previously 
decided to open the school on the first Monday in October, 
1857 (3). In order to be able to do this temporary rooms were 
secured in Major's Hall, in Blooraington, for the purpose of 
opening the school at the appointed time, October 5, 1857 (4). 

en the first Monday of October came, the desks and chairs 
ordered had not been received, an . o rough oak benches, 
without desks, were all the furniture for the students (5). 
Notwithstanding the lack of d qui orient the school continued in 
this building until September, 1860, when school opened in the 
new building which was finally completed and dediceted in 
January, 1861 (6). 



1. Report Supt. of Pub. Inst., 1857-8, p. 369. 

2. Ibid., 1557-8, p. 561. 

3. Ibid., 1857-8, p. 368. 

4. Ibid., 1857-8, p. 389. 
6. Ibid., 1887-8, p. KOVII. 

6. Semi-Gent. Hist., op. cit., p. 34. 



20 



As we have stated above, the General Assembly made no 
provision for the erection of a building for use of the 
normal school which it had established. ever, in order 
that the first structure might be completed, an appropriation 
of f 65, 000 was made by the State Lslature in 1861 (1). 
5o further material equipment was added to the school until 
the State appropriated '4,000 for a boiler house and heating 
apparatus in the year 1389 (2). Following this, the next 
legislative assembly made ai ropriation of '18,000 for a 
training school building (3) which contains a high school 
assembly room, classrooms for the high school, elementary 
school and the kindergarten, laboratories for agricultural 
and natural sciences, domestic science, play and rest rooms. 

In the year 1895, $40,000 was appropriated for a gymnasi- 
urn building (4). The building has three floors;- the gymna- 
sium, baths and dressing rooms are on the first floors the 
commercial department on the second; and the biological 
laboratories on the third floor. 

A Manual Arts building was provided for in 1907 (5). 
idee furnishing a building for classrooms, laboratories 
for chemistry and physics, and offices, it contains a modern 
euditorium with a seating capacity of 1115 persons. 



1. Illinois Session Laws, 1861, p, 

2. Ibid., 1889, p. 57. 

3. Ibid., 1891, pp. 51-2. 

4. Ibid., 1895, Dp. 76-7. 

5. Ibid., 1907, pp. 26-7. 



21 



In 1905 en appropriation of *80,500 was made for a 
new plant house end equipment (1). This was followed in 
1911 by a further appropriation of |' 12 5, 000 for a new 
building to house the in; School end the University 
High Schoolt2). This was completed and in use in 1913. 

President Felmley in hie report to the Superintendent . 
of Public Instruction in 1914-16 stated that the greatest 
need of the school a as a Woman's Building. As a result an 
ropriation of $$f£ t Q0O was B;ed (3K 

Since the passage of the indley Bill in 1905 provided 
scholarships from the township high schools, a university 
farm of ninety acres has been maintained as an Important ad- 
junct to the material equipment. This is thoroughly equipp 
with stock, implements and utensils for training in agriculture 
on an intensive scale {4}. 



1. Illinois Session Laws, 1905, pp. 53-5. 

2. Ibid., 1911, p. 35. 

3. Ibid. , 1915, p. 52. 

4. Report nupt. of . ub. Inst., 1912-14, p. 406. 



22 



The Southern Illinois formal University 

An act of the general Assembly of the State of Illinois 
approved /ipril 20, 1869, provided for the establishment of this 
normal school. this set it was ordered that five trustees 
should be appointed by the Governor of the State, who should 
fix the location, erect the buildings, end employ teachers for 
the school. The trustees located the school in the town of 
Carbondale on a lot of twenty acres, three-quarters of a mile 
south of the station of the Illinois Central Railroad. The 
cornerstone was laid on the 27th day cf i/iay, 1870 (1). The 
building was finished in time to be dedicated Julj 1, 1874 (2). 

On the afternoon of November 26th, 1883, at three o'clock 
the beautiful building was discovered to be on fire, and 
before five o'clock, despite the efforts of the faculty, 
students, and citizens of Garbondale, the entire building 
was in ruins. the heroic labors of students, teachers and 
citizens, the librar,, was saved, and most of the furniture; 
also the chemical and physical apparatus. All the nutcrial 
in the museua lost (3). ie citizens kindly offered the 
use of rooms in some of the business blocks, which the trustees 
accepted, and the school went on, with the actual loss of less 
than two days. In the meantime a plan was proposed for a 
temporary school building, and in less then sixty days a 



1. Report of . of Pub. Inst., 1883-4, p. 16. 

2. Ibid., 1873-4, p. 16. 

3. Ibid., 1883-4, p. 18. 



23 
building was completed containing fourteen rooms, end the 
Normal school be.^en its wonted studies in this temporary hjme. 

eneral Assembly, by an act approved -June ''7, 1835, 
appropriated -15?.. 066 to replace the first building (1). The 
foundation and stone walla of the first story were utilized, 
thus saving : '12,000 to 15,000 (2). :Ms building, which is 
the main one of the entire plant, is s magnificent structure, 
in many respects superior to the one destroyed by fire. It 
was dedicated February 24, 1887, c-nd occupied by the school 
the following Monday (3). 

The Science Building was provided for by the :-;l8ture 
in tfc ter Of 1895 . :. \ 40,000 for the pur- 

posed). It accommodates the physical, chemical &nd. biolog- 
ical laboratories, the museia >;<sium, manual training- 
end agriculture departments. It was completed in the fall of 
1695, and dedicated In 1896. 

The Library Building was erected in th fall and winter 
of 1903-4, at a cost of §2 ,. 0, toward which the General 
Assembly had appropriated 25,000 in 1903 (5). It was 
dedicated on June 7, 1904 (6). 

o Forty-fifth General Assembly made an appropriation of 
'■ 50,000 for the erection of £ modern Model School Building (7). 
This building was completed wit: in the appropriation late in 
December, 190S, una added very much to the 1 erial equipment 



1. Illinois Sessl . :. , 1885, p. 2 

2. Dataloj , Sou* ill. State Hormal, 1918, p. 9. 

3. Report of Supt, of ub. Inst., 1887-8, p. 01XXXII. 

4. Laws, op. cit., 1895, pp. 73-6. 

5. Ibid., 1903, e . 61. 

6. Report, op. cit., 1903-4, p. 72. 

7. Laws, op. cit., 1907, p. 27. 



24 

of the institution. It aas dedicated wi". . ropriate cere- 
monies on January 11, 1909. This building is named in honor 
of the late president Robert allyn (1). 

Ihe Forty-seventh Assembly made an appropriation of 
,000 with which to ect, , 'omen's Building (2). This 
structure, now known as Anfcjkmy Kail, was completed in the 
fall of 1913, and was dedicated on October 23, 1913. A new 
light, heat and power plant was provided for by the General 

isarobly in 1913 ay an. appropriation of 50,000 (3). Xhis was 
followed by an appropriation of $155,000 in 1915 for the 
construction of an Administration and Auditorium building (4) 6 
For various reasons the erection of the structure woe a slow 
process. It was, however, opened for the first tine April 
4, 1918 (5). 

In the spring of 1907, at their regular meeting the 
bofrd of trustees expressed the desirability of offering instruc- 
tion in agri culture by setting aside a trt;ct of land on the 

ool campus about two in eren. [Jpon this tract is 
located the school garden. is also furnished with up-to-d te 
farm implement e for demons t rat ion purposes (6). 

A Library of fifteen thousand volumes was selected es a 
beginning (7). rhis nes been increased to about twenty thousand 
volumes in addition to eb jne hundrod periodicals and news- 
papers which are kept on file (8). 



1. Report of Supt.' of Pub. Inst., 1908-10, p. 631 • 

2. Illinois Session «, 1911, p. 33, 

3. Ibid., 1913, p. 22. 
•i. Ibid., 1915, p. 50. 

5* Catalog, 3ou. 111. citate Sormal, 1918, p. 10. 

6. Report, op. cit., 1914-16, n. 163. 

7. Ibid., 1912-14, p. 429. 

8. Catalog, op. cit., 1920, pp. 15-6. 



25 
The Northern Illinois State Borstal School 

The original act establishing the school serried with 

it an appropriation of |60,0 . . / buildings and the first 
yeti's instruction (1). rhc trustees who had previously 
heen appointed, e/ 5 ar architect, plans were adopted , 
and the cornerstone was Is id Octoher I, 189S (2), This 
building wsa especially designed for normal school purposes; 
it is 371 feet lozi eet in depth. It con t sine a 

spacious auditorium, class rooms, library halls, end apart- 
ments for various student enterprises in addition to library 
accommodations, 8 gymnasium, znS. a manual training- shop (2>). 
i building was dedicate,; September £2, .1899 (4), 

Da several occasions the President in his report to the 
Superintendent of Public Instruction had expressed a need of 
a "'omen's Building. As e result of the appeal t 125,000 was 

ropristed for the purpose (5). It contains both single 
and double rooms end can accommodate one hundred thirty women. 

The large influx of students soon made it imperative that 
some provision be made for a training school building. Con- 
sequently, ire appropriated $75,000 in 1909 for 

Ls purpose (6). .he fourth building; to be erected was a. green 
house for the purpose of suj ng plant life for the various 
classes. It is under the care of a skilled gardener. 



1. Illinois Session Laws, 1895, p. 61 

2. Report of Supt. of ., 1338-00, p. 101 

3. Catalog, or. til. ti te normal, 1903, p. 9. 

4. Report,' op. cit., 1908-10, p. 636. 

5. Laws, op. cit., 1913, p. 21. 

6. Ibid., 1909, p. 39. 



26 



The Library is well supplied with books of reference, 
periodicals, and newspapers. 

In the physical end biological laboratories ample 
equipment is provided for the ..roper study of those sciences 

As we have noted above, the immediate needs of the 
school, so far as buildings are concerned, are well provided 
for. Therefore, there arc restore for us to believe that 
e high class of work may be cerried on by the students of 
the school* 



Note,- 

It will be noted that no references are given for the erection 
of the <?reen house, library, end the laboratories. In the 
cases of these buildings either no special legislation ; 
enacted or it was not record* It is quite probable that 
buildings or rooms have been utilized at nominal cost. 



27 
The Eastern Illinois State formal -School 

■■"hen the £enera3 Assembly passed the act estahlishin 
the .'-'astern 1.131. &ii armal ofcool, it also provided ^:e 
appropriation of |©0,000 for buildi nrposee (1). Ihe 
board of trustees immediately secured Lor s building, 

■ contract for th< -eel ion of first building was Eade 
December 2, 1.895 fg), ei e comer stone was laid 27,1896(3) 
The building . were dedica ast 29, 1899 (4). 

In 1907, the ■-..: l< glslature appropriated '100,000 for 
a Women's building (5'}. is building ma finished and occu- 
pied Jan 4, 1909 (6). Ih :-;t ; iilon to providing e home for 
one hundred yc women Surii -e school yeer, it has had 
marked influence in establishing good standards of living, and 
come to be fehe social c< \ I -' i >j school life. 

With an appropriation of 176,000, rr e State legislature 
provided for a training ! building ( 7) . fcis building 
was completed in 1913 within the original aj priatlon. It 
is placed conveniently ne* n building, and besides the 
elementary school rooms It c< he class rooms a] 
laboratories for domestic sciej rleultiire. 



1. Illinois Session Laws, 1395, p. S3. 

2. Catalog, ast. 111. Stat >rmal, 1920, p. IV. 

3. Ibid., p. 17. 

4. Catalog, op. eit#, 191S-3, p» 10. 

5. Laws, op. cit., 1907, pp. 26-7. 

6. Catalog, op. elt., 1920, p. 19. 

7. Laws, op. cit., 1911, p. 



28 



The normal school grounds comprise forty acres, 
including the campus proper, the forestry, and the athletic 
field. :..r work in manual training and mechanical drawing, 
the school has a well equipped building at a convenient 
distance from the main build in . The botany, KOOlogy, 
physiology, physics, chemistry, and agriculture laboratories 
are .veil equipped with apparatus for demonstration and for 
indiviau&l work (1). 

The school garden and greenhouse provides opportunit lea 
for practical experimental and demonstration work in the 
plant world,- the method of propagation, crop rotation, and 
some of the principles of plant breed i? 

ihe library now contains over twenty-three thousand 
books and pamphlets {£). Re re are also found the current 
numbers of over one hundred twenty five periodicals, including 
in addition to those of general interest, many devoted to 
special subjects (3), 



1. Catalog, 'at. 111. State genual, 1920, p. £1 

2. Ibid., p. 20. 

3. Ibid., p. 20. 



29 

The estern Illinois State ] oraal ohool 

Coincident with the passage of the act establish!.:: 
the estern Illinois State lormal School, 4 75,000 m® appro- 
priated for a building, furniture, and the improvement of 
the land, etc. (1). It was soon found that this amount was 
insufficient. Accordingly the next General Assembly made an 
appropriation of 227,950 with which to finish the construction 
of the building (2). Eventually it nbb found that the building 
cost more than 400,000 (3). <e building is fire-proof 
throughout and contains the offices of the administration, 
the library, the training school and many recitation rooms. 
It is three stories high and is built of Be re an stone and 
brick. Xhe cornerstone was laid December £3, 1900 (4), and 
it was sufficiently finished that school was opened in it on 
December 23, 1902 {£). 

in 1911, the state Legislature appropriated |75»OO0 for 
a Woman's Building for the institution's). rwo ye&rs later 

10,000 was appropriated to furnish the building. After 
various delays, the forms! opening occurred on January 23, 
1914 (7) although there were still some t< ings to do b fore 
it would be entirely finished, <re are enough rooms to 
accommodate eighty five girls* and the dining room will seat 
one hundred twenty (Q)» 



1. Illinois Session Laws, 1899, p. 72. 

2. Ibid., 190ik, p. 31. 

3. rt of Sup't. 3f Pub* Inst., 1914-16, p. 161. 

4. Ibid., 1900-02, p. 90. 

5. Ibid., p. 93. 

6. Laws, op. ©it*, 1911, p. 44. 

7. Report, op* cit., p. 430. 

8. Ibid., p. 430. 



30 



The Forty -ninth General bly appropriated $96,000 
for the erection of a new building to be used for the . rts 
Department (1). : ;ork commenced in August 1916, and 
building, which is located northeast of tho main building, 
is fire-proof and adds much to the opportunities to the 
school, ihe subsequent session of the Legislature appropriat- 
ed $40,000 to finish ana furnish the building (£}. Hew 
equipment has been added for manual training and household 
arts. It ,aa dedicated June IE, 1919 (3). 

in the spring of 1907 at their regular meeting the bo»rd 
of trustees espreased the desirability of offering instruction 
in agriculture by setting aside a tract of land on the school 
campus about two acres in srea. an this tract is located the 
soil experimental field containing forty plots for the school 
garden. Recently arrangements have been made so that two 
firms furnish up-to-date farm implements for SeiEonstration 
purposes (4). 

library of 15,000 volumes was selected as e beginning(6) 
This has been increased to 19,3,o£ in addition to about 100 
periodicals and newspapers which arc kept on file (6). 



1. Illinoj sion Laws, 1915, p. 54. 

2. Ibid., 1917, p. 96. 

3. Catalog, Test* 111. State formal, 1920, p. 1: 

4. Report of :upt. of Pub. Inst,, 1914-16, p. 1 

5. Ibid., 1912-14, p. 429. 

6. Catalog, Oi . cit., pp. 15-16. 



51 

Chapter IV. 

Administration 

revious to 1917 
According to the provisions of an act approved i'ebruery 
18, 1857 (1), establishing the Illinois State liormal University, 
the control was vested in a hoard of trustees called "jhe 
-*oard of Education of the State of Illinois" consisting of 
fourteen members in addition to the superintendent of public 
instruction who became an ex-officio member* It was his duty 
to act as secretary of the board and to report to the legisla- 
ture et its regular sessions the condition and expenditures 
of the normal university and such other information as the 
board of education and the legislature might direct. All sub- 
sequent members of the board were to be appointed by the Governor 
with the consent of the Senate for a term of six years, ihe 
board of education had the power to fix the location of the 
university, to appoint a principal, lecturer on scientific sub- 
jects, instructors and instructresses, together with such officers 
as should be required in the normal university, to fix their 
respective salaries and prescribe their duties. rhey also had 
power to remove any of them for proper cause, after having given 
ten days' notice of an^ charge which may have been presented and 
reasonable opportunity for defense. The board also prescribed 
the text bojks, apparatus and furniture to be used in the univ- 
ersity, and rn^de all regulations necessary for its mam ment. 
i% the first meeting of the board, and at each biennial meeting 
theresfter, it became the duty of the said board to elect one 
of their number president, who should serve until the next 



1. Illinois Session Laws, 1857, p. 298. 



32 

biennial meeting of the board, and until his successor was 
elected. At each "biennial meeting it also bee ana the duty of 
the board to appoint s treasurer, who should not be s member 
of the board, to handle all moneys received and expended, 

}f erring to the act mentioned above, it will bo noted 
that the principal was not girts tho power to conduct the 
£drrini£tr?.:tive and financial affairs of the normal university. 
lie he was the official he : the university, he could not 

f*uide and direct tho normal university affairs without the ad- 
vice and consent of the board of education. It should be noted 
at this place that the principal acted in an advisory capacity 
to the board of education in all matters concerning the welfare 
of the institution. ated the power of directing 

the said school in the absence of the board of education, and 
required to report to them concerning the need and condition 
of tho school. is manner of administration and control con- 
tinued until the enactment of the :;ivil Administrative jode 
which will be explained in a later paragraph. 

jhe twenty-sixth G-enertl Assembly by an act approved 
March 9, 1869 (1), created a body called the Southern Illinois 
ICormal University. e objects of the university were to 
qualify teachers for the common schools of the state by impart- 
ing instruction in the ert of teaching in all branches of study 
which pertain to a common school education. e powers snd 
duties of this corporation were vested in a board of trustees. 



1. Illinois Session Laws, 186y, p. 34. 



33 



not exceeding five in number, which were ap ointed b; the 
Governor with the consent of the Sonata for a period of 
four years. Two members of the first board served but two „ears, 
thereby making the board a continuous one. :e board had 
power to elect one of its members as president and another as 
secretary, but the treasurer could not bo a member of the 
board of trustees. She trustees were required to state and 
settle accounts with the auditor of public accounts, or to 
any other person or persons as designated by law for the 
purpose. They > ere further required to submit to the novernor 
ten days previous to each regular session of the general Assem- 
bly a report of their actions and proceedings, and to be by the 
.lovernor laid before the Seneral Assembly. The board of 
trustees, according to the terms of the act, were to meet at 
least quarterly for the transaction of business, for which 
they were to receive their personal and traveling expenses 
only. They had power to appoint instructors, end such other 
officers as were required in the said normal university, to 
fix their salaries and prescribe their several duties. Further- 
more, they had power to prescribe textbooks, apparatus, etc., 
to provide the seme and to make regulations for its management. 
The principal, or president, after > is appointment by the board 
of trustees became the official head of tin school, whose duty 
it was to report to the board at stated intervals. i'he gorer- 
report, however, -as made to the General Assembly biennially. 



34 



.hen the northern Illinois EJormal School and the hestern 
Illinois Kormai School .vere established in 1895 (1), the control 
of each school was vested in a board of five trustees with 
the Superintendent of Public Instruction en ex-officio ntewber. 
Trey were delegated the sann )wei given the board of truate 
of the Souths llinois - ity indicated above. 

Although the trustees were primarily responsible for the condi- 
tion and success of the sohool to Leh fcnej were eonneete 
the principal, after his election, becace the official head. 
In general, it may be stated that the principal simply acted as 
an adviser to the bo«.rd of trustees in their administration of 
the ■ irs of the nor^el sohool; the principal made known his 
needs for the school and the trustees provided tfceiB. 

rn Illinois ! chool established in 
a placed ir: I nds of e board of five trustees ap ; 
by the "overnor. were given the power of fcr&nsaoti: ay 
end all business relating- to 1, the appoints 

of officers, the providing o: ait, the election of instructors, 
and t: hniniBtration i . rs of the school. The prin- 

cipal, liVre a- ise, after his election was entrusted wi . li- 

nes! of conducting the school in an efficient manner, report: 
biennially to the : eneral . eceabl;,. B condition of t 

t e school K9 administer* a 

board of trustee til July 1, 1917, ^hen ti: ler the 

itrol of the lepartrcent -ion and lucetion, '. 

conditions oP Shall i .r tttentior;. 



1. Illinois , L895, pp. 63 and 

2. Ibid., 169V, p. 72. 



u 

'The Civil Administrative Code 

Lt of the Civil I istrative Jode 

the iftieth snerel ieXy, Cive separate as of 

trustees iaa C- b ■•; i mocee 

by ! , consisting of nine rnembe 

app©*J the Severner, s x- Pfioia bers - the 

irector of t}- t - iretieaa bs • ' , vho 

iB deai. I . oard end th< dent 

of Bfelte i n, wh tel as Secretory :>f the 

.-.'; . ■ six yeers each, three 

: Med eve twe year! . rl is, the ■- 

■ , y, 11 a v- Katies original 

a dam the several do- trustees* et is 

an Ingi rtaut one, the e lei b< toll Ives (1): 

u of an<3 dueatian shall 

have newer 2- 

1, i© exercise , swer* end duties ve I by 

lew in fcne beerl of - Illinois, 

the board ox' trustees al 

University at 3«r1 le, '■'■;- foa ?1 the 

rthern Illineis al Senael at DeKsl'b, the b$ . of 
trustees of the 'era Illinais shool at 

, I of trustees oi" stern 
Illinois lioK. '. , . 

"The formal So a a . rfi, , - ic Ire c tsar of 

I .tretion end Bhall fee. i I rman and ex- 

affieio ^eraoer s.n^ of vhich the fcen&ent of .uhlic 

Instruct! SB shall ex-offieio "be u inambe, I shall "be 

secretary, shell mer and it its duty, 

1. Illinois .-ion Saws, 191V, p. Zl. 



36 

independently of the supervision, direction or control 
of the director or any other officer of the Department 
of Registration and Education; 

"1. To make rules, regulations and by-laws, not incon- 
sistent with law, foj thi 3 rernment and management 
of tho Stats normal schools and the various interests 
therein; 

2. 2© visit each £>tats normal school at least once duri 
each scholastic year for the purpose of makj | spection 
of its condition as >rk and gathering such information 

as will enable then to perform their duties 1/ tellig-ently 
and effectively; 

3. To employ, anu, for cause, remove a president 

of each State norral school and all necessary professors, 
teachers, instructors, and other educational assistants, 
md all other neeessar; employees, and fix their respect- 
ive salaries; 

4. Xo prescribe the course of stud;, to he followed, and 
text books end apparatus to be used in each State normal 

school ; 

5. _'o issue, upon the recommendation of the faculties of 
the respective normal schools, diplomas to sue!: persons 
as shall have satisfactorily completed the required 
studies of the respective State norir.al schools, and confer 
such professional decrees as are usually conferred by 
other institutioiis of like class for sisiler or equitfalend 
courses of study; 

6. ho examine into the conditions, management , ana admin- 
istration of the State (formal schools; 

7. To succeed to and to administer all trusts and trust 
property now or hereafter belonging or pertaining to anj 

of the State normal universities or seho-ls. Tf 

Referring to section £ above, it aril! he note t the 
law requires that the bo II hold at least five ireetis 
each i:o8T t one at each of the five n 1 schools. AS a result 
the board 'rill have fij and knowledge of the affairs of the 
schools and be better enabled to administer to then properly. 
Pmrther comment as lo t] irking lav; is left for 
the concluding remarks of this paper. 



37 



Presidents of the normal schools (1). 

A. She Illinois formal University. 

1. Charles , ovey, 1057-1861 

2. Hichsra Btwaris, 1862-1876 

3. Eiwin C. Hewett, 1876-1890 

4. John $. Cook, 1890-1829 

5. Arnold. Tompkins, 1899-1900 

6. David Eelmley, 1900- 

B. The Southern Illinois normal University. 

1. Eohert Allyn, 1874-1892 

£. John Hull, 1892-1893 

3. Harvey Wm. Everest, 1895-1897 

4. DBTli B. Parkinson, 1897-1913 

5. Henry . Eryock, 1913- 

0. The northern Illinois si School. 

1. John ». Cook, 1899-1919 

2. J. Stanley Brown,* 1919- 

D. The Eastern Illinois fformal School. 

1. Livingston :. T,or$, 1899- 

E. The ".estern Illinois Sormel School. 

1. J. . . B«nninger, 1902-1905 

2. 3. B. Kursh, 1906-1906 

3. Alfred Baylies, 1906-1911 

4. John I, m -;ilvrey, 1911-1912 

5. Welter ? , en, 1912- 

e compensation of the president of each of the first 
four schools is -5,000 per annum; the festers Illinois So rami 
pays :i,000 per annum. 



3Jote:* J. Stanley n was appointed president of the Northern 
Illinois state normal School to succeed John V, Cook whose 
resignation became effective August 1, 1919 (2). 



1. Report of Supt. : to, Inst., 1914-16, pp. 151-60. 

2. Procee tinge of the Tori' , ft. of the State of 111., 

•July 9,~191S-;,lay 12, 1919, pp. 68-9. 



: pier 
art and Es 

For the purpose of o 
of laetruot I 

the following ttble is presentees (lj:~ 



fh.TS*. 

©L 

1858 
1660 
1880 
1900 

1910 
ISIS 

1880 
1900 
1910 
191£ 

lias 



1916 



1915 



e Illino orm 

8c. of fo.of eh. 

i'chrs Enroll. Enroll. 



1 
1 
1 
3 
4 
5 



8 
8 
14 
27 
43 
56 



122 

438 
600 
710 

365 



1571 

£077 



he southern Illinois 
12 



3 
8 



19 390 

£8 

46 

49 



100 
43£ 












470 774 

31 i: 
The 



■ 



33 



584 



60« 



1. references C 



38 

upter 
>rt an ' 'ndlturc 

For the purpose of obtaining un ides as to the coat 
of instruction per pupil for the different normal tent 
the following ttble is preof\ (lit* 

- UiiE2i£ Stats Sonnel 

- 9h. ppr'n for .rc't i^ii ***• **••' So. Pupils Coat of Instr'n 
ssdis -s ichrs Enroll. Enroll. Meinten'oe Instructors Instructors per rchr. per pupil yrly, 

1656 1 8 86 9,754.74 5,820.00 727.50 H.o 66.1. 

1860 1 8 122 9,823.94 9,004.00 1.125.50 15.3 72.60 

1880 1 14 488 26,493.- 21,146.99 1.510.49 30.7 49.29 

1900 3 27 600 446 39,493. £.6 34,961.84 1.294.68 38.7 .42 

1910 4 43 710 1571 89,493.56 70,825.52 "1.647.10 .0 31.05 

1S15 5 56 363 2077 162,822.56 108,742.28 1.941.82 .5 37.00 

The southern I llinois Cornel 

1880 1 12 84 24,200.43 16,495.20 1.374.60 19.5 70.49 

1900 2 19 390 10 44,816.44 39,661.20 £ .°8 7 «43 .7 80.^4 

X910 3 28 591 432 69,197.: 64,854.80 2,316.24 36.5 62.42 

1915 3 46 752 633 ,,795.00 83,200.00 1.808.69 30.0 60.0? 

irthern ..llipoic :. orma l 

1915 4 49 4T0 774 105,000.00 86,160.00 *•»•••*• 25.3 69.26 

The caste ru Ixii jrtr.ttl 

Ifie 3 si 526 891 107,480.00 47 ' 3 ° 45 ' 7 49 ' 16 

»1 
1915 2 564 608 74 >0 64,274.65 *. 947 ' 71 26 «1 63.92 



1. references on ne*t j 



1660,- 


n 


1880,- 


H 


1900,- 


It 


1910,- 


n 


191b,- 


t» 



38b 



1. The Illinois State Bormal jniveraity;- 

1858-1915, -eidgs, Ichrs, Enroll., and Appropriation, - 

port of Supt. of Pub. Inst. ,1914-16, p. 154. 

1858,- Amount paid Icstr's,- Ibid., 1857-8, p. 379. 

•» - Ibid., 1659-60, p. 103. 

- Ibid., 1879-00, p. 126. 

- Ibid. , 1898-00, p. 58. 

- Ibid., 1908-10, p. 616. 

- Ibid., 1914-16, p. 507. 

The Southern Illinois formal 0ni varsity ; - 

1880,-Bldgs, ichrs, Enroll , ,-Ibid. , 1679-80,;.. 161-176, 

-/.ppr'n, Ain't pfcid Instr's. , -Ibid. ,1879-00, p. 226. 
1900, -All data,- Ibid., 1898-00, pp. 88-98. 
1910, -All data,- Itid., 1908-10, pp. 622-633. 
1915,-Bldgs, Ichrs, i.nroll. , Appr'n. ,-Ibid. ,1914-16, p. 156. 
Aia't paid Instr's, -Illinois Seseioi a, 1915, pp. 44-6. 

The Northern Illinois J e oraal School;- 

1915,-Bldgs, Ichrs, Enroll. , Appr'n. , -Report, op. cit. , 
1914-16, p. 158. 

-^Salaries and SSsgea,- Ibid., p. 524. 

The Eastern Illinois tata bonsai School ;- 

1915,-Sldga, Tchrs, Anroll. , >.p- r'n. , -Ibid. ,1914-16, pp. 156-8. 
-Ain't paid Instr's. ,-Ibid. , p. 531. 

.he extern Illinois State normal School ; - 

1915,-Bldgs, Ichrs, nroli. , Appr'n. ,-Ibid. ,1914-16, p. 163. 



Sote : - 

,'orthern Bonsai reports "Salaries and Wages for the 
year ending June 30, 1916. 

jthern 111 in la formal received a Salary appro- 
priation for the tding June 30, 1915. 

The 'Ave. ;3al. of Instructors, ;.:o. pupils per jchr., 

and Cost of Xnatr'n per pupil yrly.," are &ver?. 
computed by the writer. 



39 



The foregoing t©bl<- Ives a partial view 02" %\ terial 

condition of the schools tor the years indicated, .he number 
of students enrolled for the yes re mentioned may or may not 
have been enrolled for the three termo of the school yesr. 
It merely indicates the .: r of different students enrolled. 

.rtherTore , the BVtme? \ 3 aents were enrolled for but 
six weeks each year, **nc! >r may not have been 

le rerula** normal 8< ; .v9ar, Such being 
the condition, are not ss reliable sa we would like. 

It will be noticed that I rem of appropriation for 
maintenance sh gradual increase for ' i given 
&s well >-.s the amounts paid for instruction yet the avert 
yearly salary does not . irtionate i. se. 

is in due to fact that m >ra were 

employed for the summer ten thereby increasing the 

caber under that caption. eat c s salary per year 
prid instructors was '727.50 for i .is 

irrbl University /*as in session, while the 
s salary, v 2,316.24, we a paid the instructors of '.he 
uthern Illlnoli armal nivereity for th r 1910. be 
number of pupils per tc r veried from eleven, i. . to 
fifty-three Ijd 1910, the Illinois 
extremes. In the cost . . . >n per 
amounts very from 181,06 in 1910 to 80.94 in 1500. 



40 



Chapter VI. 
The Development of the Course of ;;tudy 
The Illinois State gormal. 

The eoufae of Eludj pursued b;^ the students enrolled 

during the first year . -. e review of the bras usually 

taught in the IrUDlio Schools, ft first came . ill on the 

elementary sounds of the English lan^u&ge, followed by Beading, 

and e careful examine thought end expression of the 

author. Parallel with this ran the course in fental snd 

"ritten /.rithinetic ; the construction of Maps; Descriptive, 

' yslcal end Political reographyj agllsh Qtmrnamx; Fhysiolory; 

Vocal Bus id; ©no" the Theory ana* krt of leaching (1). the 

rse of study was not Lis iso" until sfter the 

first class was graduated in I860* is &iven belew (2). 

G our Be of Study 1st year 2nd year 3rd year 

we: weeks weeks 
Eetsphysics 16 

Hist. and Mthds of Sauc. 25 27 

Oenst. of U.S. sna III. 13 

Sch ool hs?;.-; of 111. ^ 12 

Jtnglisn Language "" To""' To" ~~~~ IS 

Arithmetic 28 

Algebra 12 

Geometry . 2 7 

Issophy 15 

Bo ok fesplng __ __ __ _ ___ 12 

geography 40 

History 28 

Aetronoiry __ 13 

Chemistry ~" " ~"~" ~ IT" 

tany 12 

ysiology 15 

oo logy __ __ 12 

Yteal Music "" 4 a 40 ~~Zo 

friting and f rawing 40 _40 40 

tat in Language* " TT ~"~ 1TE ~~ 15 

Algebra* 15 

figher Mathem at ics* _ 2 5 

5 o urs e 5 ma rue d £ re optional. 



1. Report of Sapt. of Pub. Inst., 1857-8, p. 282. 

2. Ihid., 1859-60, p. 111. 



41 



From £ study of the course as mentioned above, it will 
be seen that greatest " ;udy 

of the Bnglisl , .oic, writing and Drawing, 

jgraphy, and the listory and Methods o: cation, ihere was 

no provision for Lee to ag or observation. However, as 

the .raining School iras not established until September, 1674, 
10 real need of the courses at that time. 

From the Annual lataleg of 1876-7, we take the folic : . 
course of study, ere is no indication as to the at of 

time given to eech branch. It merely indicates the subjects (1), 



^observation in Model >c 
"Theory and Practice of • 
3 chology 

ducat ion 
* Philosophy of Education 
tnstitution of the 
eaching in the l-iodel ol 

Grammar 

. hetoric 

jLitersry Cirticism 
istory and Methods of : T duc. 



lish Literature 
Hamlet and themes" 
Arithmetic 
,. Lfeebra 
Geometry 

sics 
Brewing 
leography 
?hyaicsl geography 

story 
Ancient I istory 
Chemj stry 

An* and .;, siology 
3 logy 



Tn this course we notice that provision has been made 
for the normal school student. rked * were 

designed to :ish the student not only the underlying prin- 
ciples of educational theorj 'col as well. 
other courses were presented in order I itudent might 
ve a real educational foundation for I ion. 



1. Catalog, 111. State Scrotal, 1876-7. 



42 



In the catalog of 189b, m find the followir rses 

of study as presented to the norr . .- 

Read ing Leal J re in 3 

Arithmetic oeal Music 
Algebra 

£eometry -letorid 
Bookkeeping rature 

School Lew Shakespeare 
Geography 

Physical geography Physiology 
. I istoj itany 

LVil government Physics 

Lcient istory Dhemistry 

diaeva] History Elements of Pedagogy 

Drawing ! eyeholo 

omanship Philosophy of Education 

In addition to these subjects there was also a department 

of Ancient La , a department of German, and a department 

of Polities! Economy. Opportunity for training work in the 

les eas also given the student (2). 

ov: an examination of the branches o: idy indicated 

above it appears that more attention was given to the material 

to be t. the schools than to the method of teachin 

sever, considerable tralnii n methods could be obtained 

from observation work, although there is bo indication thst 

Lnlng in methods was given, we do know that the Model School 

was in existence from of the school. 



1. Catalog, 111. tate ormal, 1895, pp. 14-43. 



43 



The three currieuluiriS ^iven below wre tskeri from the 
catalog of the Illinois Itate norma] for L901 (1). 



gall 

rhe 'q -oc. 
Arithmetic 

: 1 o gy 
Music, or 
nestios 



rchg. or 
GenM Mthd. 
gnomics 
sical Sol. 



11 

LThmetic 
Sraiamer 

ography 
Reading 



* Algehra 
8e owe try 

awing 
Eoolo 



.worries 
j hyslcs 
; iters ture 



First Yetr 

er 
hEycholc ;; 

3 . Mthd . ( 6wks 3 
grammar 
Biology 
, ( Swks ) 
• cs 

fear 

ng 
11. ol Sao. 
Geometry 
, ivies ■ Kiat. 



Three- Year ___ 
ear 



• inter 

Lthmetic 
Teach. ?roc. 
Q] r ( 6wks3 j 

og. (6wks) 

3ic 

fcond fear 

. eometry 
[?ei chir 

i 

Third Year 

il of cue. 
rj 

'•e 
e og . 



r i na- 
ilers 1 iethod 
or 3?eaehin 

>ra 
heading (6wks) 

sical Exp.(6wka) 
Geography 



i &g 
1 1. 
e rat are 
isral hist. 



pri 

3 ge 6 re 

Discourse 
, istory 
Bote 

Gymnastics 



geometry 

a*l ethod 
Drawii 
C 1 t 1 o e 



Sen. ement 

thyeioal > : ;ci. 
M ! istory 
teaching 



1. Catalog, 111. te Sormel, 1901, pp. 46-8. 



44 



_1 

Mensuration 

1 '"■ y 

ture Stdy. 
Composition 



algebra 

mar 

Zoology 



Seometry 
Rhetoric 

Civics 



Literature 

Anc. History 

sics 
Teaching 



I'he your- Year Program 
j?irst Year 

''.inter 

Percenta^ e ( 6wki 
g(6wks) 

-.ceding 

fclem. hysica 
ritii ford 

tiys. Training 

econd Year 

Geography 

. rs 
..e J ing 
Pbysi 

Third Year 

some try 
Liters tare 
Drawing 

an'l i„thd . 

Fourth Year 

til. of ■ <3 ^e . 
>d. . i v fcory 
ya ics 
leaois . 



•', r i t to in e t i e a 1 Ht h a 3 . 
The long. Process 
, rammer 
Drawing 

tie 
sical Ireining. 



Psychology 

gehra 
3 rammer (GwJts) 
lead.Mthd. ( 6wka ) 
Botany 



; eonoi iios 
,9c.din^ (6wtes) 

■ .•;. ( 6wks) 
Drawing 
Phys . 



. Management 
Adv. . . istory 
mis try 
ice apes 



In each of t iiree p: given above .. leal 

of attention has i irely profess ! I subjects. 

All -pr ens re( teacl sat three terms, or one year. 

ar pro la int« for country teachers, fche three- 

year pro for U r graces, and 4 . ur-year 

pro regular teacher's college course. 



45 



The following eurricnlume are taken from the Normal 
School oatalog for the ye^r 1919 {!).- 



Teacher s College . ;nrr ionium 



150 Veeke - 50 ".remits. 



oar 



gall 

(Sla'cu ?sfcchology 

Eusic, or 






Physiology 
FhysiesTrag 
Eleotire 
Elect ive 



Winter 
grammar, or 

r )Dlems 

; 1 C 

Biology 
.'Meet ive 
Elective 



Spri 

" : C 'Process , or 
rofclems.or 
Gran 

/sic.Erng. 
glee ti ye 

Elective 



Second Year 



General Set! 

Elect! 
Elective 



Sen. ement 

lie 
Elective 
Elective 



in. of Eduo. 
3c i. of Discourse 

Mective 
Elective 



Dhira Yesr 



. A dm. or 
".'-.due. Psychol, 
or Hist. of Educ 

ct ive 
Elective 
-.lective 



of ;<iuc. 



. ■. . A dm. , or 
Educ. Psychol. 
Hist . 

80 t J ve 

active 

active 



or 



School . ,or 

ica, or 
Hist* of 'due. 
Elective 
Elective 
Elective 



ear 



I scr IT,. 
'etive 
lective 
] active 



Lag 

etive 

active 

Lective 



ichlng 

ctive 

Elective 

ctive 



1. Catalog, 111. State 



nsl , 1919, p, 



46 



Fall 

Arithmetic 
Grammar 
ography 

Reading 
jnies 
;s. Irng. 



ebra 
Psychology 

Zoology 
Botany 
Color 
\Q8iam 



Economies 

s 1 c s 
Literature 
thing 



Che Three-Year Curriculum 

Jor Teachers of rades 

114 oekj. - .38 1 Credits 

First Year 

Winter 
i threat io 

Grammar (6wks) 
Geog. { 6wks) 
Teacher Ss Gch. 
U. -t. 
Phys. Jrng. 
poll. or crit. 

Second Year 

• Geometry 
Gen'l Method 

eding,or 
Zoology, or 

?ub . 



ChirC [ear 

Chemistry, or 

Physios 

Shakespeare 

caching 
Sen. CCng't. 



Spring 

/I re bra 

8ai. of discourse 

3 iO 

T rawing 

Botany 
Phys. Trng. 



Geometry , or 
Physiol* 

Civics 

leaching 



Bios, or 

Chemistry 
Mod. Hist. 
Geog. 
Prin. of Edue. 



Gount ry-ochool Frosrram :or .-.i*;h Gchool Graduates 
78 Weeks - i-7 1 Credits 



Fall 

Teach.* Sch. 
Arithmetic 

Cure Stdy. 
Pri. Hand work 
Gynma sties 



First year 


\ ir.ter 


Psyefeol. 


ar 


Dojr, Sci. 


Agrieul, 


nines tics 


Second Tear 



Spring 
Gen'l Method 
ture Stdy. 
I m. Art. 
( Phonics 
(Read* SSthd. 
Gynma sties 



Gci. of Lisc 

rithmetic 
Geography 

Teaching 



Rural Hyg. 
Phys, Sel. 

Curriculum 
Ob serve lion 
Lrav.ii 

ticipation 

in Goun. Cch. 



joun. -:ch.:,tagt. 
Community Givics 
\L c . aistory 
Manual irng. 



47 



Two-Year Curriculum for Country Teachers 
72 Weeks - £5 Credits 



Fell 

i i n i n . 

Mature ::tdy 

Mensuration 

Composition 

jrthog. and 

Phonics 

Phys.Trng 



Geography 
Civics 
U.S.Pistory 
Reading 



?irst Year 

'■'/i nter 

. ercentage 

and Boo&k'g 
Draw, or Pusic 
Phys.Irag. 
Dor:. Sol* 
Man. I rag. 

Second Year 

Coun.Soh. jrgn. 
Physiology 
tf.S.History 
ten'l Irng. 
rl culture 



spring 

ture :-tdy. 
Geography 
$un« ..ch.'i'chg. 

iaLt.ndv.ork 
(Phys.Trng. 
iPuoic or Draw, 



( Reading Method 

ildren's Lit. 
Coun. -.eh.probs. 
Crami; 
rithmetlo 



Students 



Three-Year Curriculum for 

completed Sfwo-Year ourricul. 
Loads t° +v " b>aw *° 1 



who have 



Fall 

Grammar 
Alga o - 

jlogy 
Geography 
iynfta 8 tic i 



5. " : ict. 

psychology 
Geometry 
Botany or 
Debating 



lit. Sci 
physics 
Literature 

Teaching 



o the Ion School "Diploma 
Pi rut leer 
? inter 



put. Speaking 

Algebra 

.-•riolo 
Zoology 



Second Year 

Med. Fist. 
Literature 

Gen'l ..;ethod 
geometry 



Third Year 

Shakespeare 

cL'.istry or 
sics 
Soh. Kngt. 

Teaching 



P££ln£ 

Physios 
Reading 

Algebra 

tany 
Phetoric 



at. 

Pea ding 

geography 

Geometry 

_ racing 



in. of Pduc. 
ihysics or Chem. 
c fr&omlos 

Teaching 



48 



Two-Yea r Curriculum for Teachers of Upper Grades 
78 Weeks - 26 Credits 
First Year 



Fall 

Teach. Proc. 
Arithmetic 

Grammar 
Drawing 
Phys.Trng 



Sen. Mngt. 
Sci. of Disc. 
Pol. Sci. or 
Color ft Design 
Teaching 



Winter 
Physiology 
Geography 
(Phonics 
>.ding 
Music 
Phys.Trng. 



Second Year 

Economics. 
History 
Phys. :ci. 
reaching 



Spring 
Psychology 
Mature Btdy 
(Geography 
(Mead. Method 
Bookbinding, or 
Bench Cork 
Phys. Irng. 



Prin. of Mduc. 
Lit. Method 
Biol., or 
Color practice 
■reaching 



Two -Year Curriculum for Te achers of Lower Grades 
78 7/eeks - 26 Credits 
First Year 



Fall 

Teach. Proc. 
(Reading 
( Phonics 

Physiology 

Music 

■s.Trng. 



Lit. Method 
Hiat, Method 

Pri. Hand work 

Color 

Teaching 



Minter 
I sychol'ogy 
Arithmetic 

(Head. Method 

( Geography 
Pri. Brewing 
Phys. Irng. 

Second Year 

Prin. of Sana. 
rammer, or 

phys. Sci. ,or 
Art Appe'n 
lea chin 



Spring 
General Method 
Mature Stay* 
Pri. Geog. 
Iri. Music 
Phys. Trng. 



Ceh.Mngt. ,or 
Kindergarten 

Economies, or 

Sociology 
Playgrnd Mngt. 
Teaching 



Note:-The primary purpose of the various courses given shove 
is indicate 3 in each heading. Many other vocational courses are 
offered but since they a .re not purely normal school programs 
they are omitte. from this paper. 



49 

Ihe Southern Illinois Sormal School 

In the Biennial Report of the Superintendent of ublic 

Instruction for 1873-4, »e find that there were two courses of 

study provided for,- s Preparatory end a Normal Course, the 

letter being divided into Classical and cientific courses. 

Ihe Preparatory course extended over a period of three years, 

while the normal course was four years in length. e courses 

as ado- ted at that time are ss follows :(!}, 

Preparatory 
3irst Year 

1st term, -Arithmetic .written and mental; Geography, Heading 

Spelling, and Writing. 
find term, -Same studies continued. 
3rd term, -Same studies continued; 3 rammer, Natural History. 

Second Year 
1st term, -Arithmetic, "r^mer. Heading. 
2nd term, -Leading, Grammar, U. .History. 
3rd term, -Grammar, Botany, Elem, Astronomy, Heading. 

Third Tear 
1st term, -Latin, Physiology, . eview Arithmetic, Algebra. 
2nd term, -Latin, Natural philosophy, English Analysis. 
3rd term, -Geometry, Latin, ..reek, English. 

rmal Course, Classical and Scientific 

Hirst Year 
1st t e rm , -Uni v . Algebra , ^uad ra t ic s , La t in , Greek , Sng . La ngna ge «- 
Ztj.6. term, -Univ. Algebra, Latin, Greek, Hist, of ¥.ng. Langu 
. 3rd term, -Geometry, latin, Greek, English. 

Second Year 
1st term, -Geom. completed , Latin, Greek, English. 
2nd term, -Trig. and Surveying, Latin, Greek, Thysiolo- 
3rd term, -Botany , Latin, Greek, natural Philosophy. 

Third Year 
1st term,-Lhetoric, :.nc .Hist. , Greek, geology* 
2nd term, -Logic , lied. Hist,, Greek, Chemistry. 
3rd term,-Hng. Lit., History, Conic Sections, Geology. 

.-fourth Year 
1st term.-Hental Phil. , Eng. it. Grit. , Ghys. Geog. , Latin, pedges. 
2nd term, -Ethics, Astronomy, Greek, Pedagogy, Bookkeeping. 
3rd term, -Const, of ". , t chool Laws of 111., Pedagogy, 'ookk'g. 



1. Report of Supt. of Pub, Inst., 1873-4, pp. 184-5. 



50 



It will be noted vn the foregoing statement of course a 
that tho -reperatoi'y subjects do not include any strictly 
normal school courses, According to the report noted above, 
it was provided for those who ■ jld enough to enter the 
university but were not sufficiently advanced to enter the 
norms 1 course. s soon as the student was considered capable 
of pursuing the more advanced course advents eously he was 
promote- to that department. 

The purpose of the normal course was to provide a more 
extended knowledge of subjects beyond those of the preparatory 
course. Ill ■?, also noted tnat not much attention was 
given to the theory of education. neither is there any indi- 
cation that the pupil was given the privilege of practice 
teaching. In 1901 th irse of study was as follows:' (1): 

mal course t -?or those below standard requirements, 
18 subjects of ordinary grade work for one year. 

;rofessionai course, -For prospective teachers, 
15 professional subjects for one year. 

English c ourse , -your years , 

47 subjects with 19 elec lives. 



Latin course, -Four years, 

48 subjects wit tives. 

High School course, -Four years, 
48 subjects. 



1. Catalog, ou. 111. fformal, 1901, pp. 21-6. 



51 



In the 1901 course of study there as provision for 
strictly professional work, involving fifteen subjects which 
were especially adapted to I to active teacher's needs* 
In addition to this v re three sources which 

might be pursued with profit .namely , the English, the Latin, 
end the High School. Saofc of - ired four years for 
completion and fitted the tent to take e e of those 
subjects either as 8 special or as a regular teacher* However, 
ho waa advised to complete the Professional course before 
takin pot I i In the ! s . 

Share was a wider choice of courses allowed! the student 
as is indicates in the 1918 Bourse of Stu&y (1), jects 
given in each course ere might or- I ily be expected 

1 ) be presentee* The names of the courses are as folios 
LiE higfttk Crtde _:rv dilates 

Language, sis years 

rt course, six years 
[ouaehold Iris, ais yea'ra 
nual Arts, six years 
rieulture , six jfea 
me re e , s iz ye a r s . 
neral, six years 

for i-ifeh School J-rgdua tes 

eneral, two years 
Art, two 3 

aual &rts, two years 

id Arts, two years 
. rieulture, two years 
Jomr.erce, two years 

For the satisfactory completion of any one of the courses 

named the student was granted the foi el )lplonc« 



1. fttalog, op. cit., 1918, pp. 18-27. 



^^^^^^^^^M 



52 



The Northern Illinois formal School 

The Coarse of Study ss published in 1901 may he stated 
briefly as followed)* 

Course I,- /or college and normal-school graduates. This 
required at least twelve credits, including two of teaehii: . 
It was essentially a one-year course. 

Course II,- For graduates of high schools on the accredited 
list of the University of Illinois. lf-day teaching the last 
year was required in addition to School Management which was 
given each term. o years were required to complete the course, 
jurse III,- This course wee intended for those who lacked 
technical preparation for Course "I. It required more extended 
study in secondary subjects than the former course. The same 
professional courses were offered. It required three years. 

Course IV,- An extended course. The study of Latin, 
German and *reek were stressed. School Management an . ctice 
teaching were required throughout the last year. 

These courses were later augmented by the addition of the 
following(2) : 

o-year course for teaching Eome Economics. This course 
is planned to prepare teachers of cooking and dewing- for the 
grades. Half-day teaching in the Training School is required. 
udents must be graduates of accredited high schools. 






1. Annual Catalog, Hor. 111. Hormal, 1901-2, pp. 15-17. 

2. Ibid., August, 1919, pp. 19-22. 



bZ 



j-yoar course in Industrial Arte* ) prepare teachers 
of manual training Tor ©lem< j schools and i lodwork, 

printing and mechanical drawing in secondary schools, Gradua- 
tion fro® an accredited hi h school is required for admission 
to the course. 

o-year course for Special _ d in public Schools. 

fO~year course in Music, is is intended for the 
preparation of teachers an ipervisors of ir.usic in public 
schools. 

ecial i'hree-;ear course la Brewing t .isic. 

ocitil Jhree-^ear course i: ) le Economies and Music. 

e: 

For lack of space e detailed list of subjects in the 

various courses is not given herewith, it is aBsmsed that 
the various courses offer subjects peculiarly adapted to 
that course or department . .or further information on this 
subject the reader is referred to the bulletins of the 
school cited. 



54 



The Has tern Illinois State Stomal School 

The Course of Study as adopted by the school indict ted 

above, consisted of the following : (1) . 

One-year course for Graduates of reputable colleges. It 

consisted of: 

General Psychology 

The Development of the Child 

The isychologic Foundation of Educational Method 

..hpory of School Kanageaient 

American History 

Sociology 

Ecology 

Physiology 

Commercial e.o raphy 

In addition to those courses there was required work in 
the Training Department. This consisted of Practice .'caching. 
subjects could also be elected from other courses. 

o-year course for uates of aeereditc h schools. 
Half-day teaching was required the last year. The student was 
permitted the choice of subjects from electives the last year. 

Throe-year course for graSaatoo of high schools with 
short courses, and for undergraduates of high schools. ..his 
course was arranged for those who came from high schools with 
roximately twelve unite, or a three year course. 

•ir-year course for teachers holding second-grade cer- 
tificates, an-3 Tor pupils who have completed a grammar school 
course and are of sufficient matuirity and attainments to do 
the work required. Teaching and observation was required of all 
students in the courses mentioned above. 



1. eport of Supt. of j.u'b. Inst., 190S-02, pp. 85-7. 



55 



The following curriculuns are offered by the Eastern 
Illinois normal, beginning September, 1920 (1). 

I. The Ewo-year curriculuir; (24 credits) for preparation 
of teachers for the grades. 

II. Four-year curriculuns (48 credits each) for prepara- 
tion of the following: 

1. Primary Teachers. 

2. Intermediate Teachers. 

3. Grammar Grade teachers, High School Teachers, 

and Teachers of Special Subjects: 

A. Agriculture G. Home Economics 

B. Art and pesign H. Manual Arts 

0. English I. Mathematics 

25, Foreign Language J. Music 

E, Geography K. Science (Biological) 

F. History L. Science (physical) 

4. Supervisors and principals. 

In the four-year curriculum^ the student in every term of 
every year has one course in education including psychology 
and practice teaching. In every term of ever^ year he has the 
choice of one major elective. Two years of English are recuired 
in addition to one yeer's work in laboratory science, and one 
in social science, hygiene, and public sanitation. It is also 
interesting to lino?, that physical education, the use of the 
library, and penmanship are required in all curricuiums, but 
are not a part of the total number of credits. 



1. The normal School bulletin, April, 1920, pp. 33-4. 



56 



The vVestem Illinois formal School 



This school began *ith three courses of study, or rather* 
three programs, the two-year program, the three-year program, 
and the four -year program. ihe three and four-year programs 
have the seme general subjects but sre treated more extensively 
than in the two-year program, ;hey are stated as follows: (1). 



Subjects 


Two-year 
Credits 


Three-year 
Credits 


Four-year 

Credits 


Psychology and Peda 


e°gy 


3 


3 


3 


Observation and Teaching 


2 


2 


2 


English 




1 


2 


3 


Seog. and Geology 




1 


2 


2 


History ana Civics 




1 


2 


3 


Mathematics 




1 


2 


4 


Biology 




1 


1 


2 


Physical Science 




1 


1 


2 


Drawing 




1 


1 


1 


Musio 




1 


1 


1 


Expression and physical 

Culture 
Manual Training 


1 

1 


1 
1 


1 
1 


Total prescribed 
Elective 




15 
1 


19 
5 


25 
7 



Total required credits 16 



24 



32 



Hote;- A credit is given for the completion of a course in 
any study covering a term of eighteen weeksnand five recita- 
tions of forty minutes each, weekly. 



1. Report of Supt. of Tub. Inst., 190304, p. 104. 



57 



In June, 1920, the following diversified curriculums 

were offered in the Western Illinois Boraal :.chool (1). 

Hormal School Curriculums 

One-year curriculums, twelve dredits required. 

For students who ere graduates of an approved college. 

A. For elementary teachers, supervisors and superintendents 

B. For high school teachers and principals. 

Two-year eurrieulums, twenty four credits required. 

For students who are graduates of an approved four-year 
high school. 

A. For teachers in all grades* 

B. For teachers in upper grades. 

C. For teachers in lower grades. 

Five-year eurrieulums, seventy two credits required. 
For teachers who have taught one year or more but who 
are not graduates of an approved four-year high school. 

Six-year curriculum, sevent;; two credits required. 
For eighth grade graduates who do not wish to take a 

foreign language. 
3rar eighth grade graduates who wish to tike a foreign 

language. 

Spec ial Curr iculums 

Agriculture History-English 

Chemistry-jJnysics Household Arts 
Commerce Ilanual Training 

Drawing and Design Mathematics ar:d physios 

Brewing and Musis hysioal Education 

English Primary 

Geography Public School Musis 

History Science 

Thirty credits are required in each of the above courses 

covering a period of two years, sixteen credits in the Junior 
year and fourteen credits in the Senior year. 

Librar y Fconomy 

One year's work in addition to the regular Two-year 
TTormal School curriculum is required. It may be taken in con- 
nection sith the regular two-year course, or it may be taken 



1. formal School Quarterly, June, 19£0, pp. 36-64. 



58 

following graduation from that eurrioulusi, 'She special certifi- 
c te in Library Economy i. ie<2 upon thirt,v-five hours 8 week 

for one school year of practical irork in Vdt&tj, 

four Jfear vj,oii<" 'riculaaia 

Tin i ,.— ii ■ . i. . . V , .. i - i 

These curriculum are oper, of an approved 

four year high school. at term 

i ni leads to the nr of :;ciance 

in lion. . 

erintendent lementarj Principals 
pervisora. 
For chool ':. ehers and principals end 
>eoial ers. 

; r Smj ;h~ • i c al t ure . 

?or ..Jriith-E\ v viics. 

^..cadei^lc ourriculua 

22his i se is des I e ners of one or more years 

of experience, and fc ; . .-'orty eight 

60-hour er< I are rec i aaderaic Diploma. 

Jhe requirements foi e as follows (1), 

arithmetic, -battel i ad :•. in the rades, one credit. 

felon,- ] rlnc i pies >f ■ > in 

1st rat ion ) one credit each. 
'on an<i three credit*. 

English, -Matte: anguegc 

and grammar in the b, one credit. 

Story railing, Dramatisation and Ueading f o»e credit, 
i - 7 d eaki Jne a L1 . 

ij , - attc »d in the grades, one credit. 

, -' - tte:r • , ' ies , o it. 

eychology^,- credit. 

L . • i gy , - one credit. 
Physical :■ j , one credit. 

>men) , one crsdl 



1. Ho?. Seh. Quarterly, June, 192 . a. 52-8. 



59 



The School &rte (For women) 

Drawing and resign, one credit. 
Susie, one credit. 

(For men) kny two of the following 
Drawing and Design, one credit. 
Lib re ry Eic on oaay , one credit. 

anual Training, one credit. 

uslc, one credit. 

Tl^ctives, 

eneral, eight credits. 



'Then we consider the course of study as outlined for 

the year 1903 in connection fiti thst of 1920, we are ...truck 
h,v the greet change in subject natter. The latter program 
shows a more diversified curriculum. It aims to fit the 
student whether he desires 60 enter into business or into 
the vfort of teaching in the public schools. The large amount 
of observation end Practice peaching ie a marked advance 
from the curriculum offered bj the school in its earlier 
history. 



60 



Chapter VII. 

The ool. 

The history of t3 • ummei >ar 

1874 when the Southern Illij on iTersitj opened its 

floors to students on July ; -(l). :>ort to this d* 

for • period of nty-sS rteen su 

sessions were h<ild, ayersging one ever;, twc years. t the 
end of that period, namely, 1900, President Parkinson 
reconsaonda ?. & per] ant 8U >3 of sis weeks, ka a 

result summer sealed 3 been &n inte of the 

alar school yc i ; time. he Illij Li 

normal was next to sctopt u re r summer session. Lis 
occurred in 1999 f the first term of which was held in 1300 (2). 

7hi 'Northern Illinois formal fees hell a on . -sion 

since the ■ }. ?as m« le six 

•weeks in length for each of the tern . student ,newever, 

is Ltted to enroll ia ; A f r either or both of 

the fcersas. The first L,.:,er of t - Illinois 

. e lurin, "• 1901 (•:.• phe ei fcerj [llinois 

• ; I . t fce 1 in Illinois, wafi the 

last to open its Soar datl n of summer school 

students. This occurred in the summer of 1905 (t<. 



1. Report of :upt. of Pub. Inst., 1398-00, p. 95. 

2. Ibid., p. 33. 

5. due. Hist, of 111., The,- p. 250. 

4. .eport, op. cit. f 1900-02, p. 88. 

6. Ibid., 1903-4, p. 109. 



Gl 



.ho Qeuee for the e di the turner schools 

wea not t : . t Of »1 lent. 't *aa the result of 

iaoeaeaat demand the pc hers to h©ve an 

rtttaity . iod to extend their 

osrlee sdac< I uire new i<<e&8 
in school b neat a a 

&r the convenience 5f teachere who eea spe&4 8 

p&rt of the aaa&ar In n ,. , la ej 

>la trader c ;. -.voeks 

te: :huK the a :» coirpirte 

college . I fcead&nae oa sususer 

S. furthermore, fcfei I . o| 81 3ei 

■ tending such awmmr . I in t - '. : nor lo 

tffioieaf i ere 

ive to the educational ne. public eel 



62 



Chapter VIII. 
Conditions of pdmission 

In the circular sent to the County School Commissioners 
announcing the opening of the Illinois LPtate formal Univer- 
sity, the Principal directe:] their attention to the provisions 
of the lew in respect to admission to the university and 
fixed qualifications for candidates as follows (1):- 

1. r 'To be, if males, not less than 17, and if females, 

not less then 16 years of age. 

2. "To produce a certificate of good moral character, 
signed bj sorr.e responsible person. 

3. "To sign s declaration of their intention to devote 
themselves to school teaching in this State. 

4. "To pass a satisfactory examination before the proper 
officers (County School Superintendent) in reading, 
spelling, writing, arithmetic, geography and the 
elements of English grammar, 

5. "To agree to remain in the school, consecutively, 
at least one year. 

In addition to these qualifications all students were required 

to take the following pledge; (2). 

"I hereby declrre my intention to become a teacher Is 
the schools of this State; and agree that for three 
years after leaving the university, I will report in 
writing, to the principal thereof, in June and lecem- 
ber of each ye?„r s where I have been, and ii at engaged." 

President Kewett in his report for 1887-8 gives the 

following as conditions of admission; (2). 

"/pplicants for admission to the normal Department are 

imitted at once, if they ^ring appointments from the 
county officers, a diploma from a refutable high school, 
first grade certificate, or if they have been duly 



1. Report of Supt. of iub. Inst., 1859-60, p. 127. 

2. Ibid., p. XVIII. 

3. Ibid., 1887-8, p. LX. 



63 



promoted frou the tat. I herwiae they « re 

examined for adttiseioa i ling, spelling, arithmetic, 
geography, grammar, aac! faited States history, .one 
are admitted on this exantiaatioa whose ersl ave: 
is below £ i- (seat. * it should be said, in 
this connection, thi ) rd of Bducatios have made a 

ral ererage oi ffliniffium for applicants 

coming- from y. tudents from that eouaty 

ge is above 60 but below 80, are allowed to 
join the school by paying tuition at the rate of thirty 
dollars er year*" 

la 1891, the require- 
ments permitted students of other te normal schools to 
enter and receive ereJii jrk done (1). Sieae conditions 
remained practically unchanged until 1905, when the Liadley 
Act provided for a to/.r , ip. rovides 

for tri) annual examination In each township adapted to graduates 
of the eighth grade. tdidste >st avers e 

in his township is awarded by the State superintendent of Public 
Instruction a scholarship good fo* .' ,: ■■:. r years at aay state 
aormal school in Illinois (2). 

5?he conditio s oi* aduii Por the t era 13 is 
1 ohool were the seas as those of the former school 
at that time, with eptioaj "That they should sign a 
declaration to teach in fc" public schools and to give CJook 

aty the ^refercr.ce In all to secure their services 
as teachers. Furthermore, ire admitted to rep- 
aratory department without examination, by signing a declaration 

t it was their intention to enter the normal as soon as 
qualified (2). 



1. Report of Supt.' of Pub. Inst., 1891-2, p. LVI. 

2. Illinois , 1905, p. 379. 

3. Report, op. cit., 1873-4, p. 190. 



64 



Ahe admission requirement a indicated above remained in 
foree until after the establishment* of the northern and of 
the &astern Aomul School. coarse, the conditions varied 
somewhat but In substance t e as follows: 

1. A diploma fa i -edited high school. 

2. . first-grade '■ certificate* 

3. A certified at a fce 

normal school. 

4. A township scholarship under the Lindley Act. 

5. A county diploma or certificate of graduation 

from the eighth grade. 

6. A statement from propei school author! tic ,ving 

that one or more years of high-school work has 
been complete 

7# To o in Area t\ ; who were not holders 

of t dp scholarships were required to sign a 

sclaration of ' to devote thei;Belv- : 
to teaching in the public schools of Illinois for 

. period ss ,-.. snded the aormi q a 1. 

3. leachers of maturity > experience were admitted as 

special students and were permitted to take up any 
. rk for which they were prepared. 

Ihese conditions were esse ially unmodified hy the 

tern Sormal when it ffas arganized in 1900. ere, 

of course, slight different ' xe. n ts of each of 

the five normali * as sac! sol >ol had a different 

section of the State involving different conditions. □ order 

to make these entrance require uniform i- snts' 

Council of the Sormal tabllshed under the terms 

of the Civil Administrative Code adopted the following uniform 

entrance requirements;- A. ith high School Credits; . ith 

a Teacher's Certificate; and C. 'ith credits froj 

higher institutions, graduation requirements were els - uniform. 

( 1 ) . 

1. Minutes, normal Son. Bd., Ug. 11, 1919, pp. 19-20. 



65 

C LUSlOE 

the five State formal Schools of Illinois created "by 
separate acts of the re and located in different sec- 
tions of t] air individual characteristics 
further developed bj the preside; equities chosen to 
project their courser, of study and to give the instruction. 
• resident H, rarest of the southern normal School stated 
in the twenty-first Biennial :aport (1) that a special governing 
board for each institution insured thorough supervision, and 
promoted a wholesome rivalry between the tete schools, but 
also that the plan had two obvious objections - want of unity 
in e control and subjection to political parties* requent 
changes in trustees, faculty, nd aims of the school, arc also 
very detrimental to the purpose of the institution. While each 

old retain ear. tain characteristics peculiar to its 
location and position, there should also he a certain uniformity 
which can only he brought shout by conferences of the presidents 
and trustees in control of these schools. To bring this condition 
about, the first conference was called by the Superintendent 
of Public Instruction in December, 1913 (2). a a result 

re was a more unified course of study and methods of 

srting information to £ onts. 

At this point the terms and influences of the Civil Admin- 
istrative Code which became eft act Its July 1, 1917 (3) should 



i. Report of ; : :unt. of Pub. Inst., 1904-6, p. 119. 
2. Ibid., 1914-16, p. 137. 



Z, 



Illinois Session Laws, 1917, pp. 4 and 



66 



be set forth. According to the term! of the net mentioned, 
the five !ti te normal schools passed under the control end 

[ministration of a single board, consisting of two ex-offici.) 
members - the perintendent of ublio itrnction end "re 

rector of tl >f Registration an :; d ?■ tion - end 

nine appointive members, ing the o from five 

separate "da to one board belie - act 

certain economies in w nej , time and enc:sr^ t i nd firould result 
in a large end rrjro effective activity Oi r : ; part of these 
normal school® in fc] reparation of teachers for tt 9 State. 
Tt is Pu: :or believe t certain local influence ilea 
heretofore hove looked \xpon ! ' □ irmal schools ; a be] . Ing, 

■ 

ir a way, to the tate, or county, 

or town, in I it was located, stood '1 be 

development of ■• large tormal ro n for the entire 
te. Every r-fv y !vr rej ^ho five normal schools, 

Le the 1 I ■ v' Let? authority in the 
v ent of t nd pll other employees eonnec .ith the 
normal school, the Director of Finance >. ,, exert a determining 
influence through hi )i the bills, rhe Depa ut of 

public ' l f orka y bh r in the - 1 ction of all 

buildings end the State Purchasing gent must be c ted on all 
purchases of equipment fcerii Ls for the schools. As yet 
the new plan may not b€ for but it is believed 

that the older the plan becomes, tin ster harmon; 1 eoncen- 
tration of authority &,nd power will result and [ nil occasions 

for overlapping end oonfliotin of authority will be removed. 



67 



Appendix " 

"Section 1. Be it enacted by the People of the State of 
Illinois, represented in t 1 Assembly: Uhat CJ.B. &io, 
of Jp Daviess county, . lee county, J^niel 

ilkins, of iLcLesn oounty, . . .<':., >£ >unt , 3eorge 

- county, u . Walton, oi by, 

ohn 3illespis, of Jasper o y, on, oi 3t. Hare 

county, tii&n . rde , of 

men county, Jo len, of Moultrie county, : lavel qojb, 
ite count;-, , b c I — otion, 

ex-officio, Aith their associates, who elect -rein 

eel, and heir 3ucce 8 by created a body cor- 

porate an (3 politic, t rd oi ion of the 

Illinois, . .,, ; . . m d style shall have per- 

petual succession, end have power to o J he contract 

fch, fco sue . ?d, plead and be impleaded, to acquire, 
hold ana convey real or;3 L property; bo have and use 8 
common seel, and to titer the saj 3 end 

establish by-laws, 8 r or repeal >-'.■ as the; shall 
deem necessary for &nt of the normal university hereby 

authorised to be established, not in conflict with ?he constitu- 
tion en6 lews of 1 ite, or of the em; and to 
have £nd exercise sll ... juhjeo ■ - q ell duties 
usual Li - J lent to trui ; 3 r port tions. 

t ion g . lent of public Instruction, by 

virtue of hie office, shall b y of said 

board, ort to tl .are tt ite regular sessions 

the condition, and expenditu] 1 universe end 

communis such further tiou as the said board of 

education or the legisl 35 direct* 

"Section 3. member board of education shall 
receive any ton the meetings of the 

botrd except his necessary tr« ses; 

I i -' . lzi . i 1 . >yed in ihe se id 

ndzntel aniversity shall be paid* At all sr 

meet-: sec retary, 

or any five members of 8hal 1 itute 

s q ' ■ •- been duly notified* 

fcion 4. abject* bh€ aaal university shall 
be to aualify teachers for I :1s of t) be, by 
imparting instruction in the art of teeehin . a! branches 
of stud: oh pert&tn to a eu >1 education, in the 
elements of 1 , including :i cultural chemis- 
try, fir.irr.sl :teble , in t. mdamental laws 
of the United tates and 3. I a lin.is, in regard 
to the rights 1 .< ,;i ■ , 3 such other studies 
is the bocrd of education I e to time prescribe. 



68 



''Section 5. The bocrtf of education shell hold its first 
meeting at Cr.n >f the erintendent of rublic Instruc- 

tion, or; the first Tuesday next, 8t '•" :' c : meeting they 
shall tnt an agent, fixing Me e bo shall 

visit the cities, vill a in the ate, 

ich may be deemed eligl ' ble for the purpose, to receive dona- 
tions ana proposals ttenence of 
the? normal university. e hoard shall hi ower and it shall 
be their duty, to fix 1 armanent tion .1 
university at N 

provided, that ■ ion 
shall not be difficult of access, or detrimental to the welfare 

: prosperity of the s I'ty. 

otion 6. point a princi- 

L, lecturer on scientific subjects, instructors and instruct- 
resses, : Ltl .- 5ffieers as 13 '■■ • squired in the 

id formal University, fix their r Jtive salaries end pre- 
scribe their several duties. hey shell also I or to re- 
re any of tl 'Oper cause, after having given ten day's 
notice o£ any char.' ict may^be duly present* m -.sons ble 

rtunity for defense, 11 &lso pres< s text books, 

' 7 » bi 

'or 
„ Lize 
auxiliary institutions when deemed practical; Provided, that 
such auxiliary institutions shall receive a. riations 
from the treasury, or the s« ry or university fund. 

"Section ?. Each count: within the State shall be entitled 
to gratuitous instruction for one pupil in I ver- 

sity; and in respective dj 11 be entitled to gratui- 
tous instruction for a ia] to raber of 

bives in saj istrict§ to be chosen in the following 
msnner: rhe school commissioner (count ; ent) in 

.h county shall receive an ister all names of applicants 
for admission in said [formal University, and shall present the 
tn ty co urt , o r i n c on s a t i i d or to wnsh ip 
organisation, to t ioerd of Supervisors, which county court, 
or Board of Supervisors, i case may be, shall ether 
with the county commissioner, examine all applicants so presented, 
in sueh manner t >i icetion may direct, and the 

number of such as shall bo found to possess th ilsite qual- 
ifications, sue! pupils shall be so selected >t; and in 
representative distri ised of more thai one c , the 
school comi iE the county judge or school commissioner 

and chairman of the i visors in countl€ etii 

under to tion, as the caee may be, of the seversl 

counties composing such representative district, shall meet 
at the clej . ice 3 county court of I )ldest county, 
and from the applicant!: so presented to the county court or 

of ^ervisors, af tl .oral e ies represented, and 



~n 



69 

found to possess the requisite qualifications, shall select 
by lot the number i which, the said district is 

entitled. rd af Lon shell have th« discretionary? 

power, if any candidate does not sign and file V7ith the Secretary 
of the Board a declaration bhi he 01 she ..ill teach in the 
public schools o, in case bhal enga ;eraenta 

can be secured by reasonable efj , to re candidate 

to provide for the pi - . •. i for tuition as the 

Board may prescribe, 

c . i jn S. •.::: r an<3 miner} 

such thereof as may necessary, siil.1i be, and 

is hereby appropriated for the said iv- 

ersity, and shall be pai . order of the so^rd of Education 

from the treasury are; but in o part 

of the interest or be applied to the purchase of 
sites, or buildings foj said diversity. 

sction 9. b boa: " a the 

recoiv srs. Merriam, a eingfield, 

Baohusetts, by the lat« b en dent bo fc ie i re e - of 

appar the liversity, i blished, 

and hereafter, all gift! lenrises i made 

to stic ca&l live] it; shall be applied in accordance 

with fche /ishes of • donor of the same* 

Section 10. The board of corporators herein i . , and 
their suecesi >1 told heir office for the 

tern: of six years; Provided, fc] : id 

• rd, corporators 1 net ermine by lot, so that 

one-third shall hold th - Fi< - ears, one-third 

for Tout yea] , arc) one-third f six years. Fhe ^r, 

by and with the advice s ent of the Senate, i rill 

all vacancies i occur-in said board, by 

appoint; of suitable per- jn fill , ■ • e. 



" eotion 11. .1 the fi i 

eeting t said 

board to elect one oi their number president. .hail serve 
un1 
succ 



h biennial of said 

rd to elect o:.e of their nu; . shall serve 

Lennial >ard, ai i ais 

cess or is electe . 



ction IE. at etch biennial meeting it shall be t 
dtttj of r, rho shall not be 

a member o± the )ond, sith such 

security an ihe board -,. tirect, conditioned foi the faithi 
d ischarge o f • i .: u . i e s . 

ion 13. This ec1 LI ts -feet or, and after its 

passage, and ablisb I ibuted as a)] :-i^ist to 
al law. i 1 ) . 



1. Illinois sion Laws, 1857, p. L96-9. 



70 



Bibliography 
Prims ry Sources 

1. Laws of the C onanon wealth of Massachusetts, (Boston, 1838. 

2. Laws of the State of Sew York, Albany, 1827-1838. 

3. Illinois Session Lews, pringfield, 1858-1918. 

4. Reports of the presidents of the Illinois State normal 
Schools to the General Assembly, to be found in the 
Biennial Reports of the Superintendent of Public Instruction, 
Springfield, 1858-1917.. 

5. Catalog of the Illinois state i'.orinal University, Normal, 
1877, 1895, and 1919. 

6. Catalog of the Southern Illinois State :,orr.ai diversity, 
Carbondsle, 1901, 1918, and 1920. 

7. Catalog of the Northern Illinois State normal School, 

laib, 1902, 1903, and 1919. 

8. Bulletin of the Eastern Illinois State formal School, 
Charleston, 1913, 1919, and 1920. 

9. The Military Tract formal School Quarterly, Ha comb, 1920. 

10. IJinutes of the lorinsl School 3osrd of the State of Illinois, 
Springfield, August 11, 1919. 

11. Proceedings of the normal School 3oard of the State of 
Illinois, Springfield, 1919. 



71 



Secondary Sources 

1. Albree, John, Charles Brooks end Hie Work for Normal 

Schools, Medford, ifess., 1907. 

2. American Journal of Education, The, edited by Henry Bernard, 

Hartford, 1857-1882. 

3. -3oone, Kichard &», Education in the United States, 

STew York, 1890. 

4. Cook, John "., Educational History of Illinois, Chicago , 1912. 

5. lexter, Edwin Grant, History of "duett ion in the United 

States, New York, 1904. 

6. Gordy, J. P., Hise and Srowth of the normal ; chool Idea in 

the United States, Gov't Printing Office, Washington, 1891. 

7. Common School Journal, The, 1 dited hy Horace ,ann, Boston, 1839 

8. Semi-Centennial History of the Illinois State Uormsl 

University, (Jubilee History) Kormal, 1907. 



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